Academic Journal
Teacher training on STS themes: a model to improve in-service teachers’ conceptions ; La formación del profesorado sobre temas CTS: un modelo para mejorar sus concepciones
| العنوان: | Teacher training on STS themes: a model to improve in-service teachers’ conceptions ; La formación del profesorado sobre temas CTS: un modelo para mejorar sus concepciones |
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| المؤلفون: | Vázquez-Alonso, Ángel, Manassero-Mas, Antonia |
| المصدر: | Indagatio Didactica; Vol 8 No 1 (2016); 110-127 ; Indagatio Didactica; Vol. 8 Núm. 1 (2016); 110-127 ; Indagatio Didactica; Vol. 8 No 1 (2016); 110-127 ; Indagatio Didactica; vol. 8 n.º 1 (2016); 110-127 ; 1647-3582 |
| بيانات النشر: | Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
| سنة النشر: | 2016 |
| المجموعة: | Universidade de Aveiro: PROA-UA (Plataforma de Revistas em Open Access da Universidade de Aveiro) |
| الوصف: | STS issues are considered part of scientific literacy for all and therefore the need to train science teachers on these issues arises. The effectiveness of the implementation of a training model, for secondary teachers undergoing initial training, which follows the conceptual change guidelines suggested by research (explicit and reflexive training), is studied here. Teachers perform explicit and reflective learning activities on a specific STS topic (scientific research), based on pedagogical content knowledge, and develop self-assessment reflections. The effectiveness of training is evaluated through a quasi-experimental longitudinal methodology, including pre and post-test application of a standardized assessment tool, containing ten multiple choice questions on different scenarios, as well as the teachers’ qualitative reflections (these results are not presented here). Thepre and post-test results of the evaluation, with the teachers’ responses on the ten scenarios, allow the profiling of individual STS preconceptions, together with the profiling of teachers’ conceptual changes. Comparisons between teachers and between questions help identifying the specific areas where teachers change their previous conceptions, besides evaluating the direction and intensity of these changes. Findings reveal the complexity and the difficulties conceptual changes cause in teachers’ while studying STS issues. Finally, feasibility, generalization and improvements proposed to the initial training model of science teachers are discussed. ; Los temas CTS se consideran parte de la alfabetización o cultura científica para todos y, por ello, se plantea la formación del profesorado de ciencias sobre estos temas. Se estudia la eficacia de la aplicación de un modelo formativo para profesores de secundaria en formación inicial que sigue las líneas de cambio conceptual sugeridas en la investigación (formación explícita y reflexiva). Los profesores realizan unas actividades de aprendizaje explícitas, reflexivas, basadas en el conocimiento ... |
| نوع الوثيقة: | article in journal/newspaper |
| وصف الملف: | application/pdf |
| اللغة: | Spanish; Castilian |
| Relation: | https://proa.ua.pt/index.php/id/article/view/3106/2449; https://proa.ua.pt/index.php/id/article/view/3106 |
| DOI: | 10.34624/id.v8i1.3106 |
| الاتاحة: | https://proa.ua.pt/index.php/id/article/view/3106 https://doi.org/10.34624/id.v8i1.3106 |
| رقم الانضمام: | edsbas.4DBD9D1D |
| قاعدة البيانات: | BASE |
| DOI: | 10.34624/id.v8i1.3106 |
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